As an academic writer for the KNN, I conduct in-depth research on various social issues, synthesize information, and produce written content for a diverse audience. Additionally, I contribute to the development of educational materials, articles, reports, and other content that contributes to a deeper understanding of social phenomena and support the submission of created works to presentation opportunities and peer-reviewed journals.

Teach online courses.The courses I taught most often were Composition Theory and Teaching of Writing and Graduate Studies in the English Language. The majority of students were working adults earning master's degrees in English literature.Jan 2017-Aug 2019 and Jan 2024-present

- Demonstrated exceptional program management skills by overseeing institution-wide academic support, resulting in a phenomenal growth rate of 65%- Collaborated with key stakeholders to enhance programming and training curriculum- Led the consolidation of 4 diverse academic support initiatives into a unified cross-functional structure- Designed and facilitated or co-facilitated onboarding and ongoing training- Implemented leadership structure to support the professional development of employees resulting in a 150% increase in employee retention to the second year- Developed standard communications, processes, and reporting methods to support a streamlined experience for all stakeholders, resulting in the submission of 99.7% of session summaries- Utilized industry best practices and institutional data to develop programs aimed at bolstering academic success, resulting in an impressive 9-percentage-point increase in student retention rates- Presented at regional, national, and international conferences

- Proactively identified solutions to enhance academic support in multiple disciplines to support studentsuccess and institution-wide retention efforts-Designed and administered specialty programming for academically underprepared first-yearstudents resulting in a 100% retention rate of participants-Designed and facilitated onboarding and ongoing training curriculum to align with industry bestpractices-Developed and executed comprehensive lesson plans for both traditional in-person and onlineinstructional settings

- Managed a long-term research project resulting in conference presentations and publications.-Collected and analyzed quantitative and qualitative data-Wrote and edited original content for publication-Presented at national and international professional conferences-Coached academic writers in a variety of disciplines-Managed internal review process, including communicating decisions, for a major academicpublication

Taught credit-bearing English as a Second Language (ESL) courses to a variety of students including refugees, international students, recent immigrants, and generation 1.5 students. The two courses I taught most frequently were Oral Communication and Reading/Writing Advanced II.

This was my first role in a writing center. It is where I learned the principles, values, and techniques that guide writing center work. I was a graduate student writing consultant and worked one-on-one with both undergraduate and graduate student writers across the curriculum. At the request of my co-workers, I also developed and facilitated a consultant workshop on supporting multilingual writers in the university setting.

While I was earning my master's degree in curriculum and instruction, I assisted my advisor in creating a writing center specifically for the graduate students at The Margaret Warner Graduate School of Education and Human Development (University of Rochester). We build Writing Support Services from an idea to a fully functioning program in under one year. My main contributions to the development of the writing center were to mentor graduate student writers, manage graduate student peer writing consultants, maintain client and consultant records, and develop an online scheduling system. The program continues to serve student writers.

The YWCA, at the time, facilitated a welfare-to-work program that included basic and vocational English as a Second Language (ESL) courses that some recipients were required to attend. I developed the curriculum for these classes, taught them, and maintained records.

The mission of the Peace Corps provides opportunities for people to work side by side with locals to make their communities stronger. As an education volunteer, I taught TOEFL (Test of English as a Foreign Language) preparation courses at Yaroslavl State University, English as Foreign Langauge (EFL) courses in the community (including to a government official as a personal favor to my department chair), and supported the professional development of local English teachers. I learned enough Russian to communicate simple things and spent much time developing relationships with my students and others in the community.